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use the discussion button at the top of this page ( recommented
edit this page ( rewrite, add ): maybe not the best idea at the moment. We have to dicuss this later.
Jeroen Clemens Renata Valtin Some thoughts for a teacher project
Additional you can look at the Power Point presentation Renata used at the IDEC meeting: Some thoughts for a FELAproject.ppt Dear friends, Here is a preliminary outline of a model for a project. Please: - look at the different levels and give comments - indicate, who of you would be willing to participate in which aspect. Teacher development is a hot topic now (see also Meeli`s information about the conference). Therefore competition is great and we must have a special topic –the focus on reading teachers is such a special one (and teachers knowledge and beliefs a fruitful focus in my eyes). Following is a model framework that includes levels and aspects we might think about to include in a common project. It is derived from the MT 21 theoretical framework (see in the ppt.) Level 1: (General) Teacher education system - institutional structure: (Are all teachers reading teachers, or only in primary grades?) - goals of (reading) teacher education - content structure: - relationship of theory and practice - selectivity: how students are selected? Level 2: Institutionally intended curriculum for reading/literacy teachers - Learning goals and content (psychology, language development, theory of reading, theory of learning to read) - teaching methods - relationship of theory and practice Possible target sample: teacher educators(interviews, questionnaire) Level 3: Individual teacher’s conceptions: norms and facts We might proceed in two steps: •First step: -Teachers‘ knowledge: What should they know? Developing of criteria (Gerry’s presentation is helpful here) –(content knowledge): written language, reading process, how children learn to read… –(pedagogical content knowledge): diagnosing of learning level, difficulties, reading methods, remedial measures… –(general pedagogical knowledge) –beliefs: constructivist view, professional dedication… Target sample: reading experts (interviews) •Second step: - What do reading teachers know? On the basis of the criteria developed in the first step –(content knowledge): written language, reading process, how children learn to read… –(pedagogical content knowledge): diagnosing of learning level, difficulties, reading methods, remedial measures… –(general pedagogical knowledge) –beliefs: constructivist view, professional dedication… Target sample: reading teachers (questionnaire).
Jeroen Clemens
Renata Valtin
Some thoughts for a teacher project
Additional you can look at the Power Point presentation Renata used at the IDEC meeting: Some thoughts for a FELAproject.ppt
Dear friends,
Here is a preliminary outline of a model for a project.
Please:
- look at the different levels and give comments
- indicate, who of you would be willing to participate in which aspect.
Teacher development is a hot topic now (see also Meeli`s information about the conference). Therefore competition is great and we must have a special topic –the focus on reading teachers is such a special one (and teachers knowledge and beliefs a fruitful focus in my eyes).
Following is a model framework that includes levels and aspects we might think about to include in a common project. It is derived from the MT 21 theoretical framework (see in the ppt.)
Level 1: (General) Teacher education system
- institutional structure: (Are all teachers reading teachers, or only in primary grades?)
- goals of (reading) teacher education
- content structure:
- relationship of theory and practice
- selectivity: how students are selected?
Level 2: Institutionally intended curriculum for reading/literacy teachers
- Learning goals and content (psychology, language development, theory of reading, theory of learning to read)
- teaching methods
- relationship of theory and practice
Possible target sample: teacher educators (interviews, questionnaire)
Level 3: Individual teacher’s conceptions: norms and facts
We might proceed in two steps:
• First step: -Teachers‘ knowledge: What should they know? Developing of criteria (Gerry’s presentation is helpful here)
– (content knowledge): written language, reading process, how children learn to read…
– (pedagogical content knowledge): diagnosing of learning level, difficulties, reading methods, remedial measures…
– (general pedagogical knowledge)
– beliefs: constructivist view, professional dedication…
Target sample: reading experts (interviews)
• Second step: - What do reading teachers know? On the basis of the criteria developed in the first step
– (content knowledge): written language, reading process, how children learn to read…
– (pedagogical content knowledge): diagnosing of learning level, difficulties, reading methods, remedial measures…
– (general pedagogical knowledge)
– beliefs: constructivist view, professional dedication…
Target sample: reading teachers (questionnaire).